Your Mark, Get
Independence and Fluency
order for students to comprehend what they read, they must read with
fluency. Fluency refers to a student’s
ability to read words accurately and automatically.
The following lesson provides students with an opportunity to
develop fluency through timed rereading.
"My dog likes to run and jump with
pieces of paper with the
sentence "My dog does tricks when I give him a treat."
for every two
books of varying
difficulty, for example, A Cat Nap, Red Gets Fed, Liz is Six, etc.
(Phonics Readers Series, 1990).
Progress board with 4 to 5
and matching marker for each student (Ex: tree and monkey or racetrack
#1 – Begin the lesson by
how important it is for readers to read quickly and smoothly.
"Not only does it sound better when you
read quickly and smoothly, it makes the story easier to
#2 – Display the poster with
"My dog likes to run and jump with me." Then
say: "I would
like to show you what I am talking about.
I am going to read this sentence two times."
For the first time, read the sentence
similar to "M-m-m-y-y d-d-o-g-g l-i-i-kes t-o
r-u-n-n a-n-d j-u-u-m-p
For the second time, read the sentence with
fluency. "Which one was
better? Right, the second one! What were some things that I
did to make it
#3 – "Now I would like you
find a partner." Pass out the
individual pieces of paper with "My dog does tricks when I give him a
treat." First, I would like you to
read the sentence out loud to your partner.
Then reread the sentence silently to yourself five more times.
Make sure that it makes sense.
Next, read the sentence our loud to your
partner again. Then ask your partner if
it sounded better the first time you read it or the last.
What made it sound better?"
#4 – Provide each group with
decodable book, stopwatch, and progress board.
"Now let’s try this with a book!
As you read the book your partner is going to time you for one
minute. Read as many words as you can
during that minute. If you come to a
word that you don’t know, try sounding it out and then reading the rest
sentence. If you still can’t figure the
word out, ask your partner for help.
After the minute, you will count all the words that you read.
Write that number in the first space of your
board. Next, add ten to your number and
write the new number in the next space.
Keep doing this until each space on your board is filled. These
numbers will be your goals for each
reading. For example, the number in the
third space will be your goal for the third reading.
I can’t wait to see how much faster you get with each rereading!
Assessment: Conduct a
student. Compare the results with the
student's progress board.
Adams, M.J. (1990). Beginning to Read: Thinking and
Learning about Print.
of Illinois at Urbana-Champaign.
Atkins, Angela. "How Fast
Can You Go?"
here to return to Explorations.